Public Participation, Teacher Accountability, and School Outcomes : Findings from Baseline Surveys in Three Indian States
This paper presents findings from baseline surveys on student learning achievement, teacher effort and community participation in three Indian states, Karnataka, Madhya Pradesh and Uttar Pradesh. Results indicate low teacher attendance and poor stu...
| Main Authors: | , , |
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| Format: | Policy Research Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2012
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2008/11/10017179/public-participation-teacher-accountability-school-outcomes-findings-baseline-surveys-three-indian-states http://hdl.handle.net/10986/6346 |
| Summary: | This paper presents findings from
baseline surveys on student learning achievement, teacher
effort and community participation in three Indian states,
Karnataka, Madhya Pradesh and Uttar Pradesh. Results
indicate low teacher attendance and poor student learning.
Parents and school committees are neither aware of their
oversight roles nor participating in school management.
However, there is substantial heterogeneity in outcomes
across states. Karnataka has better student and teacher
outcomes as well as higher levels of community awareness and
participation than the other two states. The authors find
substantial variation in teacher effort within schools, but
most observable teacher characteristics are not associated
with teacher effort. One reason for low teacher effort may
be lack of accountability. Regression analysis suggests low
rates of teacher attendance are only part of the problem of
low student achievement. The gains in test scores associated
with higher rates of attendance and engagement in teaching
are small in the states of Madhya Pradesh and Uttar Pradesh,
suggesting teachers themselves may not be effective.
Ineffective teaching may result from lack of accountability
as well as poor professional development of teachers.
Further research is needed to examine not only issues of
accountability but also professional development of teachers. |
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